“We're Building Frameworks”: Administrator and Educator Perspectives on Implementing a Dual Language Pre-K Program to Include All Students

Abstract

Abstract In this study, one Southwestern public school district strives to implement a Dual Language (DL) for All Pre-K program that includes students with disabilities. The Arizona Revised Statute § 15-751-755 currently restricts K-12 students who speak a language other than English from entering DL programs until they are deemed English proficient. There are no specific standards for the implementation of DL in Pre-K used within the district or state, nor specific standards for the implementation of DL with students with disabilities. This article shares (a) the case of one urban school district implementing a DL Pre-K program for All students for the first time by unpacking the experiences of teachers, paraprofessionals, and administrators, (b) the role of Division of Early Childhood (DEC) Recommended Practices in the implementation and revision of the program, and (c) implications for the future of inclusive DL Pre-K programming. Our research question is how do administrator and educator discourses demonstrate DL leadership in the implementation of programming for culturally and linguistically diverse learners with disabilities? We use the DEC Recommended Practices (2014) for our data analysis of focus groups with administrators and educators because the DEC Recommended Practices include guidance for implementing effective practices for early childhood students with disabilities who are DL learners. The findings suggest that there are five key components of the DEC Recommended Practices (leadership, families, instruction, teaming and collaboration, and environment) that contribute to a successful DL program. Recommendations are made for continued practices to support students and their families, as well as educators and district staff, as essential when designing instruction and programs for DL Pre-K programs.